Kindergarten to Grade 3. Data Management and Probability

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3 Kindergarten to Grade 3 Data Management and Probability

4 Every effort has been made in this publication to identify mathematics resources and tools (e.g., manipulatives) in generic terms. In cases where a particular product is used by teachers in schools across Ontario, that product is identified by its trade name, in the interests of clarity. Reference to particular products in no way implies an endorsement of those products by the Ministry of Education. Ministry of Education Printed on recycled paper ISBN Queen s Printer for Ontario, 2007

5 Contents Introduction Purpose and Features of the Document Big Ideas in the Curriculum for Kindergarten to Grade The Big Ideas in Data Management and Probability Overview General Principles of Instruction Working Towards Equitable Outcomes for Diverse Students Collection and Organization of Data Overview Collecting and Organizing Data to Answer Questions Sorting and Classifying Organizing Data in Graphs, Charts, and Tables Graphs as a Means for Displaying Data and Communicating Information Characteristics of Student Learning and Instructional Strategies by Grade Kindergarten Grade Grade Grade Data Relationships Overview Levels of Comprehension in Reading Data Analysing Data Characteristics of Student Learning and Instructional Strategies by Grade Kindergarten Grade Grade Grade

9 Introduction This document is a practical guide that teachers will find useful in helping students to achieve the curriculum expectations for mathematics outlined in The Kindergarten Program, 2006 (on pages 47 48, under the subheading Data Management and Probability ) and the expectations outlined in the Data Management and Probability strand for Grades 1 to 3 in The Ontario Curriculum, Grades 1 8: Mathematics, It is a companion document to A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, The expectations outlined in the curriculum documents describe the knowledge and skills that students are expected to acquire by the end of each grade. In Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario (Expert Panel on Early Math in Ontario, 2003), effective instruction is identified as critical to the successful learning of mathematical knowledge and skills, and the components of an effective program are described. As part of the process of implementing the panel s vision of effective mathematics instruction for Ontario, A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2006 provides a framework for teaching mathematics. This framework includes specific strategies for developing an effective program and for creating a community of learners in which students mathematical thinking is nurtured. The strategies described in the guide focus on the big ideas inherent in the expectations; on problem solving as the main context for mathematical activity; and on communication, especially student talk, as the conduit for sharing and developing mathematical thinking. The guide also provides strategies for assessment, the use of manipulatives, and home connections. 1

10 Purpose and Features of the Document The present document was developed to provide practical applications of the principles and theories behind good instruction that are elaborated in A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, The present document provides: an overview of each of the big ideas in the Data Management and Probability strand; four appendices (Appendices A D), one for each grade from Kindergarten to Grade 3, which provide learning activities that introduce, develop, or help to consolidate some aspect of each big idea. These learning activities reflect the instructional practices recommended in A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2006; an appendix (Appendix E) that lists the curriculum expectations in the Data Management and Probability strand under the big idea to which they correspond. This clustering of expectations around each of the three big ideas allows teachers to concentrate their programming on the big ideas of the strand while remaining confident that the full range of curriculum expectations is being addressed; a glossary that provides definitions of mathematical terms used in this document. Big Ideas in the Curriculum for Kindergarten to Grade 3 In developing a mathematics program, it is vital to concentrate on important mathematical concepts, or big ideas, and the knowledge and skills that go with those concepts. Programs that are organized around big ideas and focus on problem solving provide cohesive learning opportunities that allow students to explore concepts in depth. All learning, especially new learning, should be embedded in well-chosen contexts for learning that is, contexts that are broad enough to allow students to investigate initial understandings, identify and develop relevant supporting skills, and gain experience with varied and interesting applications of the new knowledge. Such rich contexts for learning open the door for students to see the big ideas, or key principles, of mathematics, such as pattern or relationship. (Ontario Ministry of Education, 2005, p. 25) Students are better able to see the connections in mathematics, and thus to learn mathematics, when it is organized in big, coherent chunks. In organizing a mathematics program, teachers should concentrate on the big ideas in 2 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 Data Management and Probability

11 mathematics and view the expectations in the curriculum policy documents for Kindergarten and Grades 1 to 3 as being clustered around those big ideas. The clustering of expectations around big ideas provides a focus for student learning and for teacher professional development in mathematics. Teachers will find that investigating and discussing effective teaching strategies for a big idea is much more valuable than trying to determine specific strategies and approaches to help students achieve individual expectations. In fact, using big ideas as a focus helps teachers to see that the concepts represented in the curriculum expectations should not be taught as isolated bits of information but rather as a network of interrelated concepts. In building a program, teachers need a sound understanding of the key mathematical concepts for their students grade level and a grasp of how those concepts connect with students prior and future learning (Ma, 1999). They need to understand the conceptual structure and basic attitudes of mathematics inherent in the elementary curriculum (p. xxiv) and to know how best to teach the concepts to students. Concentrating on developing this knowledge and understanding will enhance effective teaching. Focusing on the big ideas provides teachers with a global view of the concepts represented in the strand. The big ideas also act as a lens for: making instructional decisions (e.g., choosing an emphasis for a lesson or set of lessons); identifying prior learning; looking at students thinking and understanding in relation to the mathematical concepts addressed in the curriculum (e.g., making note of the ways in which a student uses a game strategy based on his or her understanding of probability); collecting observations and making anecdotal records; providing feedback to students; determining next steps; communicating concepts and providing feedback on students achievement to parents 1 (e.g., in report card comments). Teachers are encouraged to focus their instruction on the big ideas of mathematics. By clustering expectations around a few big ideas, teachers can teach for depth of understanding. This document provides models for clustering the expectations around a few major concepts and includes activities that foster understanding of the big ideas in Data Management and Probability. Teachers can use these models in developing other lessons in Data Management and Probability, as well as lessons in other strands of mathematics. 1. In this document, parent(s) refers to parent(s) and guardian(s). Introduction 3

12 The Big Ideas in Data Management and Probability The related topics of data management and probability are highly relevant to everyday life. Graphs and statistics bombard the public in advertising, opinion polls, population trends, reliability estimates, descriptions of discoveries by scientists, and estimates of health risks, to name just a few.... Connecting probability to data management to real-world problems helps make the learning relevant to students. (Ontario Ministry of Education, 2005, pp. 9 10) Overview The tremendous growth of electronic technology in the past decade has facilitated the ways in which information is gathered, analysed, interpreted, and communicated. Increasingly, decisions that affect people s daily lives are driven by data. Because of the growing importance of data in society, the study of data management and probability now receives increased emphasis in the mathematics program. This section focuses on the three big ideas that form the basis of the curriculum expectations in Data Management and Probability for Kindergarten to Grade 3. An understanding of these big ideas assists teachers in providing instructional and assessment opportunities that promote student learning of important concepts in Data Management and Probability. The big ideas or major concepts in Data Management and Probability are the following: collection and organization of data data relationships probability Teachers should recognize that these big ideas are conceptually related and interdependent, and that many instructional experiences reflect more than one of the big ideas. In many learning activities, students collect and organize data, and then examine data relationships within the data they gathered. 4 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 Data Management and Probability

13 The discussion of each big idea in this section contains: an overview, which includes a general discussion of the development of the big idea in the primary grades, an explanation of some of the key concepts inherent in the big idea, and in some instances additional background information on the concept for the teacher; grade-specific descriptions of (1) characteristics of learning evident in students who have been introduced to the concepts addressed in the big idea, and (2) instructional strategies that will support those learning characteristics. In order to address a range of student learning needs, teachers should examine instructional strategies for grade levels other than their own. General Principles of Instruction The following principles of instruction are relevant in teaching Data Management and Probability in the primary grades: Student talk is important. Students need to talk about and talk through mathematical concepts, with one another and with the teacher. Representations of concepts promote understanding and communication. In Data Management and Probability, concepts can be represented in various ways (e.g., through the use of manipulatives, diagrams, graphs). Teachers need to help students make connections between different representations of a mathematical concept (e.g., by showing them how the same information can be represented in a concrete graph and a bar graph). Students learn through problem solving. Problem-solving situations provide students with a context and a meaningful purpose for reasoning about mathematical concepts and ideas. As well, organizing learning activities within a three-part lesson based on problem solving prompts students to engage in a problem-solving process of learning mathematics. The main parts of the three-part lesson structure recommended in A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2006 are Getting Started, Working on It, and Reflecting and Connecting. For examples of the three-part lesson structure, see the learning activities in this guide. Students need frequent experiences using a variety of learning strategies (e.g., investigations, problem-solving activities, games) and resources (e.g., interlocking cubes, graph templates, software programs). Teachers should use a variety of learning strategies in instruction to address the learning styles of all students. The Big Ideas in Data Management and Probability 5

14 Teachers can help students acquire mathematical language by using correct mathematical vocabulary themselves. Beginning in Kindergarten, teachers should model appropriate mathematical terminology and encourage students to use mathematical vocabulary that will allow them to express themselves clearly and precisely. Working Towards Equitable Outcomes for Diverse Students All students, whatever their socio-economic, ethnocultural, or linguistic background, must have opportunities to learn and to grow, both cognitively and socially. When students can make personal connections to their learning, and when they feel secure in their learning environment, their true capacity will be reflected in their achievement. A commitment to equity and inclusive instruction in Ontario classrooms is therefore critical to enabling all students to succeed in school and, consequently, to become productive and contributing members of society. To create effective conditions for learning, teachers must take care to avoid all forms of bias and stereotyping in resources and learning activities, which can quickly alienate students and limit their learning. Teachers should be aware of the need to provide a variety of experiences and to encourage multiple perspectives, so that the diversity of the class is recognized and all students feel respected and valued. Learning activities and resources for teaching mathematics should be inclusive, providing examples and illustrations and using approaches that recognize the range of experiences of students with diverse backgrounds, knowledge, skills, interests, and learning styles. The following are some strategies for creating a learning environment that acknowledges and values the diversity of students, and enables them to participate fully in the learning experience: providing mathematics problems with situations and contexts that are meaningful to all students (e.g., problems that reflect students interests, home-life experiences, and cultural backgrounds and that stimulate their curiosity and spirit of enquiry); using mathematics examples drawn from diverse cultures, including those of Aboriginal peoples; using children s literature that reflects various cultures and customs as a source of mathematics examples and situations; 6 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 Data Management and Probability

15 understanding and acknowledging customs and adjusting teaching strategies, as necessary. For example, a student may come from a culture in which it is considered inappropriate for a child to ask for help, express opinions openly, or make direct eye contact with an adult; considering the appropriateness of references to holidays, celebrations, and traditions; providing clarification if the context of a learning activity is unfamiliar to students (e.g., describing or showing a food item that may be new to some students); evaluating the content of mathematics textbooks, children s literature, and supplementary materials for cultural or gender bias; designing learning and assessment activities that allow students with various learning styles (e.g., auditory, visual, tactile/kinaesthetic) to participate meaningfully; providing opportunities for students to work both independently and interdependently with others; providing opportunities for students to communicate orally and in writing in their home language (e.g., pairing English language learners with a firstlanguage peer who also speaks English); using diagrams, pictures, manipulatives, sounds, and gestures to clarify mathematical vocabulary that may be new to English language learners. For a full discussion of equity and diversity in the classroom, as well as a detailed checklist for providing inclusive mathematics instruction, see pages in Volume 1 of A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, The Big Ideas in Data Management and Probability 7

16 Collection and Organization of Data Because young children are naturally curious about their world, they often raise questions such as, How many? How much? What kind? or Which of these? Such questions often offer opportunities for beginning the study of data analysis and probability. (National Council of Teachers of Mathematics, 2000, p. 49) Overview The main purpose for collecting and organizing data is to gather information in order to answer questions. When students collect and organize data, they have an opportunity to learn more about themselves, their environment, issues in their school or community, topics in various subject areas, and so on. Learning activities should help students understand the processes that are involved in formulating questions, seeking relevant information, and organizing that information in meaningful ways. Involving students in collecting and organizing data allows them to participate in the decision making that is required at different steps of the process. The following chart outlines some questions for decision making associated with the steps in collecting and organizing data. Step Formulating a question Collecting data Organizing data Questions for Decision Making What do we need to find out? What question needs to be answered? What kind of data needs to be gathered in order to answer the question? Where and from whom will data be collected? How will data be gathered (e.g., conducting a survey, taking a poll, conducting an experiment)? How will data be recorded? How can the data be organized so that they provide an answer to the question? What type of graphical representation(s) can effectively present the data? 8

17 During learning activities, teachers should involve students in making decisions about collecting and organizing data by asking them questions, such as those outlined above. As students understanding of data-collection processes grows, they become able to consider these questions and make appropriate decisions on their own. The following are key points that can be made about collecting and organizing data in the primary grades: The main purpose for collecting and organizing data is to answer questions. Early experiences in sorting and classifying objects help students understand how data can be organized. Organizing data in graphs, tables, charts, and other graphic organizers helps students make sense of the data. Various kinds of graphs display data and communicate information in different ways. Collecting and organizing data to answer questions Questions that interest students provide the impetus for collecting and organizing data in the primary grades. When questions stimulate students curiosity, they become engaged in collecting, organizing, and interpreting the data that provide answers to their inquiries. Relevant questions often arise from class discussions; classroom events, issues, and thematic activities; and topics in various subject areas. The following are questions that might be used in the classroom for collecting and organizing data: Questions about students How did you get to school today? What is your eye colour? hair colour? height? How many pockets (buttons, zippers) are on your clothes? Can you whistle? tie your shoelaces? snap your fingers? How many people are in your family? What pets do you have? Questions about feelings and opinions What is your favourite television show? colour? fruit? How do you feel about rainy days? indoor recess? What do you like to do at recess? after school? on the weekend? Which story (game, activity) did you like the best? Collection and Organization of Data 9

18 Questions about the environment What kinds of materials are in our classroom garbage? How much did your bean plant grow in the last week? What was the weather like in March? Once a question has been identified, students need to collect data that will answer that question. In the primary grades, data are often collected from the whole class, using various simple methods. (See examples of simple methods for collecting data on the next two pages.) These simple methods emphasize important ideas about data collection: There is a one-to-one correspondence between each item (e.g., cube, sticky note, picture symbol) in the graph and each student. By organizing data into categories, it is possible to compare the quantities in different categories on a graph. Individuals collectively contribute to the creation of a set of data. Whole-class experiences in collecting data help students understand how they might collect data, as a small group or individually. It is beneficial to have students collect the information themselves (primary data) rather than simply refer to artificial sets of data or to information that has been gathered by others (secondary data). The task of collecting data requires students to plan how they will gather data (e.g., using a survey, conducting an experiment, making observations) and how they can organize data (e.g., placing sticky notes in a chart, making a tally, creating a line plot). In the primary grades, data collection often involves conducting a survey. When students plan and carry out surveys, they take ownership for identifying a survey question, learning efficient ways to collect and record the data, and organizing the data in different ways to make sense of them. The amount of support (e.g., questioning, modelling, scaffolding) teachers provide to students as they plan and conduct surveys depends on students understanding of and experiences with the processes involved, and on their skills in using these processes independently. It can be detrimental to teach data-collection methods as rote processes for example, by giving all students the same survey question and a class list, having students ask everyone the question, and telling them to record yes or no after each name. Such an approach provides little opportunity for students to think critically or to make decisions about such questions as the following: Who will answer the survey question? How many people will answer the survey question? 10 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 Data Management and Probability

19 How can we record responses to the survey question? How can we keep track of who has and has not answered the survey question? How will we organize the data that we collect? Simple Methods for Collecting Data In the early primary grades, students participate in data-collection activities that often involve all members of the class. A variety of simple materials can be used to collect and organize data. Favourite Colours Favourite Pets Red Green Blue Yellow Simple bar graphs can be created using sticky notes. How many people are in your family? Dog Cat Fish Hamster Students can attach clothespins to pieces of ribbon. Did you like the game? Yes No Two Three Four Five Six Data can be represented using paper clips or links. Students can collect and organize data by placing counters in an ice cube tray or an empty egg carton. continued Collection and Organization of Data 11

20 Simple Methods for Collecting Data Favourite Flavour of Juice Apple Orange Grape Pineapple A graphing mat can be made using a plastic shower curtain. Grid lines can be created using electrical tape. Students categorize objects or pictures by placing them in the columns of the graph mat. Students nametags or photographs can be glued to the lids of frozen juice containers. Magnetic tape attached to the back of the lids allows students to arrange their nametags or photographs in graphs on a magnetic board. Favourite Flavour of Ice Cream Ways I Play in Winter Vanilla Chocolate Strawberry Other Play in the snow Toboggan Skate Students can collect data using interlocking cubes. Later, they can arrange the cubes into columns to create a concrete bar graph. Students can collect and organize data by placing craft sticks into empty cans. 12 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3 Data Management and Probability

21 Data collected by students can be categorical or discrete. Categorical data are data that can be sorted by type or quality. For example, if students conduct a survey to find in which months classmates have birthdays, responses to the survey provide categorical data that can be sorted according to the months of the year. Discrete data are data that involve numerical values. Discrete data often represent things that can be counted. For example, students might collect data about the number of books read by classmates in a week. In this case, the data are discrete they involve numerical values (i.e., the number of books). Generally, students in Kindergarten and Grade 1 collect categorical data, while students in Grades 2 and 3 collect both categorical and discrete data. Sorting and classifying Before children begin school, they construct ideas about organizing things when they sort and classify objects, such as play materials. Sorting involves examining objects, identifying similar attributes (e.g., colour, size, shape), and organizing objects that go together into groups. Along with learning to sort, children learn to classify, that is, to identify a common characteristic of all items within a group. Because experiences in sorting help children to develop critical mathematical skills (e.g., observing, analysing, comparing), it is essential that teachers provide many opportunities for students to sort and classify a variety of objects, including found materials (e.g., buttons, lids, and other objects in their local environment) and manipulatives (e.g., attribute blocks, pattern blocks, geometric solids). Children progress through different levels of sorting and classifying (Copley, 2000): Initially, children separate objects that share a common characteristic from a collection (e.g., separating all the red beads from a collection of beads). They do not always apply one sorting rule consistently and may go on to separate objects according to a different attribute (e.g., creating another pile of all the shiny beads). At the second level, children are able to sort an entire collection of objects according to one attribute. They often sort objects into two groups those that have a certain attribute, and those that do not (e.g., creating a group of white beads and a group of beads that are not white). At the third level, children are able to sort a collection of objects in more than one way (e.g., colour and size, or shape and texture). Children can explain how they sorted the objects, but they may have difficulty understanding how others sorted objects. At the highest level, children are able to state the rule used for sorting objects, even when the objects are sorted by someone else. To do this, children need to observe the common attribute(s) shared by all the objects in a group, and determine that objects in other groups do not share these attribute(s). Collection and Organization of Data 13

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